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How we use LinkedIn

We use LinkedIn to ensure that our users are real professionals who contribute and share reliable content.

When you sign in with LinkedIn, you are granting elearningindustry.com access to your LinkedIn account, which is used to authenticate you without you having to enter a different user name and password. We also use this access to retrieve the following information:

1. Short Video-Based Learning Nuggets

Our client, a leading training organization, believed that the approach to acquiring good communication skills is more than assimilation of knowledge. For them, the chosen medium for such a well-rounded training had always been classroom environment, which provides opportunities for close social and inter-personal interactions. While classroom environment is definitely a strong platform to impart communication skills, especially physical skills, it also has some definite shortcomings – primarily low retention rates and lesser reach. To provide learners with a continuous learning experience we created an online/on-demand library of modules that extends and expands learning beyond the walls of a classroom.

To create the videos quickly and efficiently, we studied classroom learning material and extracted the essential points from each module.

These points were then suitably arranged and packaged to create visual appeal. With bulleted format and soothing background as well as text colors, the content was easy to read.

Keeping in tune with the needs of quick re-enforcements, each module was kept short – providing nuggets of relevant tips on presentation and business communication to help learner retain and apply more.

Graphics were kept bare minimum – so as to make sure that the attention of the learners did not waver. Also, this helped in keeping the videos light – so that it could be accessed on all devices and with varying internet speeds.

Audio accompaniment made sure that learner could choose to just ‘hear’ the module and learn instantly – without the need to look into a screen.

With a multi-device delivery, the videos could be accessed through a desktop computer or laptop, at home or office, and even while travelling, through smartphones and other handhelds. Classroom training was thus re-iterated, enhanced, and re-enforced to create a learning experience that best benefited the learner.

2. Incorporating Real Life Images And Videos

For a leading automobiles manufacturer, we created a series of video-based technical process courses – on manufacturing and maintenance of cars. Considering the limited timelines to get the courses up as well as budgetary constraints, we created the courses with the help of real life videos and images.

The base content for the e-courses was directly extracted from the Subject Matter Experts through verbal dialogs, photographs, and video, as well as audio recordings.

Photographs and videos were also utilized as a part of the e-courses.

Keeping it simple, the videos were shot at actual locations like factory floors – showing the learners the nitty-gritty of various processes.

Audio accompaniment was later added and synced with videos to make the delivery more impactful.

Real-life videos made sure that learners find an instant connection with the learning material.

3. Animated Videos

A popular grouse against videos is that they are not easy to create – at least not the ones that have a lasting effect on learners.

For a leading serious games company, we created a whiteboard animation video on ‘how to avoid bribery’. The video was incorporated as a part of learning game. The video provided information to the learner to perform better in the game as well as in their professional roles.

Three distinct chunks of information were delivered through the animation video: A background on anti-bribery law, offences covered in the law, and the ways an organization can protect itself from prosecution under the law.

In a bid to forge a connection with the learners, G-Cube created a character called Dave - a young employee, who lacks confidence in the face of new responsibilities and sometimes gets overwhelmed by them. By creating such a character and a scenario, we were able to create a certain amount of empathy in the learners.

The content was infused with humor and light-hearted camaraderie that often exists in working relations between employees. Humor is also introduced to make the characters real – with real fears and real lives. This provides relief for learners as well as ‘humanizes’ the characters, so that learners can further identify with them and thus learn more.

With whiteboard animation, a serious concept like ‘bribery’ was explained and ways of dealing with it illustrated. The animated characters made sure that any racial or other biases did not creep in and the video was suitable for a variety of audiences.

Conclusion

With the increasing popularity and use of videos in learning, it is important to note that learning videos can be extremely diverse in terms of development technology, content, as well as learning objectives. For effective video-based learning, developers should continually strive to understand what learners most prefer and employ budget-friendly ways of developing them. For more on this topic, download the free eBook Learning@Videos - Charting The Evolution, Success & Growing Popularity Of Video-based Learning!